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Background: Morality and moral reasoning develop over the course of life, but such development may encounter obstacles. Psycho-educational interventions could be designed to improve moral reasoning and attitude towards prosociality. In the last decades, many interventions employed digital technologies ranging from multicomponent online platforms to serious games and virtual reality, making use of interactivity and immersive properties that could make moral stimuli more engaging. Aims: This study aimed at reviewing the literature on digital interventions to support morality and moral reasoning, carried out with subjects of all age groups. Methods and results: Two electronic databases were searched with a systematic approach, and retrieved publications were scanned by authors against inclusion criteria. Twenty-three articles were reviewed. In general, the literature describes encouraging results of digital interventions to support morality. Moreover, a huge variety of morality conceptualizations emerged across various contexts (e.g., professional, school and sports) as well as various outcome measurements (e.g., change in attitudes and change in behaviour). Conclusions: Effectiveness of digital interventions may relate to immersive and interactive simulations in particular, in that they allow participants not only to learn about moral rules and principles but also to actively exercise their own morality to make decisions. Future research may build on the present scoping review to analyse specific types of interventions' effectiveness with a meta-analytical approach.

Smart classroom setting is an effective technology-enhanced pedagogy when an instructor capitalises on the key drivers underlying its success. The objectives of the study are twofold. First, to investigate the factors that impact learners' academic performance in the smart classroom setting. Second, to determine whether learners' performance varies based on their gender and prior experience in the smart classroom. Three schools were selected and sampled from a pool of public advanced level (A' Level) STEM secondary schools with smart classrooms in Rwanda because they were among the first to set up smart classrooms. Data were randomly obtained from 389 learners, majoring in six different combinations. Exploratory factor analysis (EFA) was used to assess the validity and reliability of the measurement scale. A valid and thought-provoking learners' academic performance model, to enhance their learning outcomes, is presented. The model was validated using Structural equation modelling (SEM). The results indicated that technology self-efficacy, perceived ease of use, and learning satisfaction were all predictors of learners' performance. Learners' perceived ease of use and satisfaction were direct predictors of their performance. Besides, learners' perceived ease of use and usefulness were directly affected by technology self-efficacy. On the other hand, technology self-efficacy indirectly impacts learners' performance. The invariance analysis across gender groups revealed that male learners perceive smart classroom technology to be easier to use than females. Meanwhile, no evidence of metric invariance estimation of experience was found. We argue that effective pedagogical approaches can mitigate gender disparities in perceived usability of smart classroom technologies.

The aim of this paper is to evaluate the usefulness of educational software among teachers in Italy (N = 559). The evaluation of usefulness was conducted on the latest and most popular web-based software used by European teachers, namely: Quizizz, Mentimeter, Wakelet, Padlet, Canva, Emaze, Answergarden, Jamboard, Coggle, Createley, Wordwall, LearningApps, Prezi, Kahoot, Plickers, Trimino, Dobble, Genial.ly, ClassDojo, Explain Everything, KhanAcademy, and Easelly. Based on data collected in the first half of 2022 using an online survey, it was noted that: 1) The majority of teachers are not able to evaluate modern software because they do not use such teaching resources as those listed; 2) About 9.3% of teachers rate the listed software highly; 3) Most commonly teachers use and also rate highly: Canva, Wordwall, Padlet, LearningApps, Kahoot, Coggle, Jamboard, and Prezi; 4) Seniority and workplace does not always differentiate the evaluation of educational software.

Microglia, the macrophages of the brain parenchyma, are key players in neurodegenerative diseases such as Alzheimer's disease. These cells adopt distinct transcriptional subtypes known as states. Understanding state function, especially in human microglia, has been elusive owing to a lack of tools to model and manipulate these cells. Here, we developed a platform for modeling human microglia transcriptional states in vitro. We found that exposure of human stem-cell-differentiated microglia to synaptosomes, myelin debris, apoptotic neurons or synthetic amyloid-beta fibrils generated transcriptional diversity that mapped to gene signatures identified in human brain microglia, including disease-associated microglia, a state enriched in neurodegenerative diseases. Using a new lentiviral approach, we demonstrated that the transcription factor MITF drives a disease-associated transcriptional signature and a highly phagocytic state. Together, these tools enable the manipulation and functional interrogation of human microglial states in both homeostatic and disease-relevant contexts.

Introduction: The high-level athletic careers frequently conclude significantly earlier than those in other fields, and at times, despite the considerable efforts exerted, they do not consistently flourish as anticipated. Consequently, numerous athletes concurrently pursue academic pathways to adequately prepare for alternative professional opportunities beyond the realm of sports. Objective: Accordingly, the objective of the current investigation was to examine the efficacy of Yoga in ameliorating the stress levels experienced by student-athletes. Methodology: A cohort of 50 dual-career athletes with ages ranging from 18 to 25 years, was selected from five universities. The participants in the experimental group participated in a Yoga regimen in addition to their standard training protocol. In contrast, the participants within the control group continued to engage in conventional sport-specific training. Preceding and after the Yoga intervention, the students underwent psycho-physiological assessments, including the State Mindfulness Scale (SMS) and vagus-mediated heart rate variability (HRV). Results: The results indicated a significant Time x Group interaction effect for both the SMS and HRV, suggesting a substantial enhancement in the treatment groups. Discussion: This study confirmed that meditative practice through Yoga can be a source of improvement of psycho-physiological parameters in the context of interventions aimed at improving the well-being of dual career students Conclusions: In conclusion, there is a need to support and increase research in this area to have new and adequate information about the reality of the Dual Career and to be able to help student-athletes to reconcile school and sports paths.

Objective To evaluate the treatment patterns, medication adherence, concomitant corticosteroid use, factors influencing sequence of therapies (SOTs), healthcare resource utilisation (HCRU) and associated costs in adults with SLE in the USA.Methods Claims data from the Merative MarketScan Commercial and Medicare Supplemental Database between 2011 and 2019 were used to identify patients with incident SLE. The date of first claim with SLE was defined as the index date, with a 24-month pre-index and ≥24-month post-index period. Descriptive statistics were used to evaluate patient demographics and baseline clinical characteristics, treatment patterns, adherence, HCRU and cost. Multivariable-adjusted logistic regression models were used to identify factors associated with transition between SOTs.Results Overall, 2476 patients received SLE treatment. The mean (SD) age was 46.9 (14.1) years and the mean (SD) follow-up duration was 47.8 (15.7) months. High corticosteroid use was prevalent in all SOTs (≥1 corticosteroid; average dose, 16.8–19.3 mg/day; 50%–60% patients). Antimalarials were most commonly prescribed in SOT 1 (85.7%), and immunosuppressants in SOT 2 and 3 (85.4% and 77.5%, respectively). Transition frequency from SOT 1–2 (38.4%) and SOT 2–3 (16.9%) was influenced by immunosuppressant prescription, concomitant corticosteroid use, sex, severe disease activity, non-persistence and age. Adherence was highest for biologics, followed by antimalarials and immunosuppressants. SLE-related HCRU and associated costs increased with SOT progression (mean (SD) at baseline vs SOT 3, US$19 489 (US$45 336) vs US$23 201 (US$39 628)).Conclusion SLE treatment regimens with greater adherence and reduced corticosteroid use, HCRU and associated costs are needed.

The measure of daily physical activity (PA) is one of the most important topics in the field of health promotion. In addition, self-efficacy and enjoyment are significant factors that can foster adherence to physical activity during a person’s lifetime. The present study aims to assess the validity and reliability of Physical Activity Questionnaire for Older Children-Italian version (PAQ-C-It) in a sample of normal weight, overweight, and obese children. Three studies were conducted to assess the (1) general characteristics of PAQ-C-It, (2) model fit and construct validity between PA, self-efficacy, and enjoyment, and (3) reliability and construct validity of PAQ-C-It in normal weight, overweight, and obese children. The sample involved a total of 914, 500, and 600 children (male = 466, female = 448) attending first grade of secondary school (age = 11–13 years), in the first, second and third study, respectively. Children were asked to respond to three scales: Physical Activity Questionnaire for Older Children (PAQ-C-It), the Perceived Physical Ability Scale (PPAS), and Physical Activity Enjoyment Scale (PACES). Then, explorative and confirmatory factor analyses were conducted to assess the validity and reliability of the PAQ-C-It by relating results with those of the other scales. The analysis showed acceptable value and internal consistency of items for the subscales (α > 0.7), as well as the average variance extracted (>0.5) in both normal weight, overweight, and obese children. The results of the present study show that PAQ-C-It can be applied in the field of physical activity to measure adherence to physical activity and healthy behaviors. Moreover, self-efficacy and enjoyment are significant factors that can best promote adherence to PA. The present study can extend our knowledge about PAQ-C-It and open up new research avenues for driving interventions aimed at reducing sedentary behavior and improving PA in overweight and obese children.

Abstract Environmental pollutants from different chemical families may reach the gut microbiome, where they can be metabolized and transformed. However, how our gut symbionts respond to the exposure to environmental pollution is still underexplored. In this observational, cohort study, we aim to investigate the influence of environmental pollution on the gut microbiome composition and potential activity by shotgun metagenomics. We select as a case study a population living in a highly polluted area in Campania region (Southern Italy), proposed as an ideal field for exposomic studies and we compare the fecal microbiome of 359 subjects living in areas with high, medium and low environmental pollution. We highlight changes in gut microbiome composition and functionality that were driven by pollution exposure. Subjects from highly polluted areas show higher blood concentrations of dioxin and heavy metals, as well as an increase in microbial genes related to degradation and/or resistance to these molecules. Here we demonstrate the dramatic effect that environmental xenobiotics have on gut microbial communities, shaping their composition and boosting the selection of strains with degrading capacity. The gut microbiome can be considered as a pivotal player in the environment-health interaction that may contribute to detoxifying toxic compounds and should be taken into account when developing risk assessment models. The study was registered at ClinicalTrials.gov with the identifier NCT05976126.

The aim of this research was to compare the level of digital competence of future pedagogical staff (students of pedagogical faculties) in Italy and Poland. The research was conducted using original measurement tools and knowledge tests. The triangulation of techniques and research tools made possible the determination of the level of knowledge of the positive and negative features of the development of the information society, as well as the proficiency and frequency of use of the most popular websites and software. The research was conducted in the first half of 2022 using stratified sampling in both countries (N = 1209, IT = 604, PL = 605). Based on the data collected, it was noted that: (1) Pre-service teachers most often use software such as word processors and presentation creation tools; (2) This group very rarely uses software to create web pages, create visual material, or edit video; (3) The least problematic software that students use are word processors and multimedia presentations; (4) Among the typical ICT mediated activities that cause problems are: searching for and installing freeware (PL), installing and configuring parental control software (PL, IT), creating websites (PL, IT), searching for freely licensed images, and identifying plagiarism (PL); (5) Polish students have more theoretical knowledge about e-risks and the possibilities of the digital world than their Italian counterparts; (6) In most domains, the Italian future teachers rate their competences higher; (7) 53.81% of the respondents in IT and 38.68% in PL received lower results in competence tests, and handling ICT in selected areas causes problems for these students; (8) Both in PL and IT the frequency of ICT use and its seamless integration are predictors for assessing the effectiveness of ICT use in education.

Motor competence assessment represents one of the most important topics in the field of motor development and physical education. The present cross-sectional study aims to assess basic motor competence, self-perception and enjoyment during PA in a sample of normal weight and overweight-obese children post covid-19 pandemic. The sample (N= 107, age= 8-9 years old) was recruited from an experimental project in Lecce (Apulia). Motor competence assessment was conducted with MOBAK 3-4 protocol, and self-perception and enjoyment were evaluated with two validates questionnaires. Multivariate analysis of variance (MANOVA) has been performed to assess effect of gender and BMI on considered variables. Results from MANOVA showed significant main effect for gender [F(10,93) = 2.353, p= .013, η²= 0,218] and BMI cutoff [F(10,93) = 2.351, p= .013, η²= 0,218]. However, interaction effect was no significant. Moreover, independent t-test highlighted significant differences in catching, dribbling, balancing and object movement according to gender (p< .05), and in balancing, rolling and self-movement according to BMI cutoff (p< .05). Self-efficacy differed significantly between male and female. No effect was found for enjoyment. Further studies should investigate the effect of BMI and factors related to physical activity on motor competence development.

The COVID-19 pandemic has significantly impacted the well-being of university students, particularly those in healthcare and medical programs. Psychological interventions rooted in positive psychology have proven effective in enhancing mental health, with online and digital delivery methods proving to be equally viable. This study aims to enhance mental health among Italian university students through digital interventions, including virtual reality, utilizing a stepped care approach. Specific objectives include implementing online positive interventions for students experiencing mild distress (DigiWell_Step 1), evaluating a Virtual-Reality intervention for moderate distress (DigiWell_Step 2), and identifying students experiencing high distress or optimal well-being. Cluster analyses and linear models will assess intervention outcomes. It is anticipated that students undergoing these steps will experience significant improvements in well-being and distress reduction, with sustained benefits at a three-month follow-up. This research contributes to understanding the efficacy of mental health interventions for university students, leveraging digital technologies to enhance accessibility and user engagement. The integration of digital technologies enhances the cost-effectiveness and engagement of interventions delivered through a stepped care approach tailored to the targeted population.

IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

This article presents data collected through Computer-Assisted Web Interviewing (CAWI), conducted in Italy with the aim of exploring the Italian population's reaction to the Russian invasion of Ukraine in February 2022 and monitoring this reaction for the first six months of the attack through a six-round survey. Each round involved a representative sample of approximately 1010 (1007–1015) Italian adult citizens. Participants were asked questions about emotional reactions to the Russian invasion, coping strategies used, solidarity behaviour toward Ukrainian refugees, perceptions of refugees as a threat to the country, trust in national and international authorities to manage the international situation, and prospects for the future. Demographic data on the respondents were also collected. The survey design was developed by a research group from two universities (the University of Salento and the University of Foggia) and a European research centre, EICAP (European Institute of Cultural Analysis for Policy). The data provided in this article is a resource for researchers, public authorities, and other parties interested in surveying and studying public opinion. This dataset can be used to explore a wide range of topics, including prosocial behaviour and attitudes towards refugees in humanitarian emergencies.

The ketogenic diet (KD) is marked by a substantial decrease in carbohydrate intake and an elevated consumption of fats and proteins, leading to a metabolic state referred to as “ketosis,” where fats become the primary source of energy. Recent research has underscored the potential advantages of the KD in mitigating the risk of various illnesses, including type 2 diabetes, hyperlipidemia, heart disease, and cancer. The macronutrient distribution in the KD typically entails high lipid intake, moderate protein consumption, and low carbohydrate intake. Restricting carbohydrates to below 50 g/day induces a catabolic state, prompting metabolic alterations such as gluconeogenesis and ketogenesis. Ketogenesis diminishes fat and glucose accumulation as energy reserves, stimulating the production of fatty acids. Neurodegenerative diseases, encompassing Alzheimer’s disease, Parkinson’s disease are hallmarked by persistent neuroinflammation. Evolving evidence indicates that immune activation and neuroinflammation play a significant role in the pathogenesis of these diseases. The protective effects of the KD are linked to the generation of ketone bodies (KB), which play a pivotal role in this dietary protocol. Considering these findings, this narrative review seeks to delve into the potential effects of the KD in neuroinflammation by modulating the immune response. Grasping the immunomodulatory effects of the KD on the central nervous system could offer valuable insights into innovative therapeutic approaches for these incapacitating conditions.

Abstract Background The capacity to change attention from one area to another depending on the many environmental circumstances present is a crucial aspect of selective attention and is strictly correlated to reaction time. The cholinergic system of the basal forebrain is crucial for attentive abilities. Several inputs, particularly orexin neurons, whose cell bodies are found in the postero-lateral hypothalamus, can activate the cholinergic system. The aim of this study was to investigate if high frequencies rTMS at dorsolateral prefrontal cortex (DLPFC) in highly trained volleyball players can change Orexin-A levels, attention and reaction time. This study was a double-blinded (participant and evaluator) matched-pair experimental design. Twenty right-handed female volleyball players were recruited for the study (age 24.6 ± 2.7 years; height 177.0 ± 5.5 cm; body mass 67.5 ± 6.5 kg; BMI 21.5 ± 1.2). Results The main finding of this study was that 10 Hz rTMS to the DLPFC seems to increase Orexin-A salivary levels and the percentage of correct answers, while decreasing RT. After rTMS, the athletes show an increase in the percentage of correct answers immediately after the end of stimulation, and also after 15 and 30 min. Moreover, the athletes show decreases in reaction time after the end of stimulation and after 15 and 30 min to the end of stimulation, while no differences were found at the end of stimulation. Finally, the athletes show significant increases in Orexin-A salivary levels after stimulation with a peak after 30’ of the end. Conclusion The results of our study seem to indicate that there is a relationship between salivary Orexin-A levels and RT. These results could provide useful tools for modulating sports training; in fact, if confirmed, they could lead coaches to offer their athletes rTMS sessions appropriately integrated with training. In fact, alternating attention is a mental flexibility that enables people to change their point of focus and switch between tasks requiring various levels of cognition.

Study purpose. At the end of the twentieth century, the development of highly reliable and painless non-invasive transcranial brain stimulation techniques and devices has aroused great scientific and clinical interest in numerous fields. In neuroscience, since the introduction of innovative and non-invasive devices such as the brain stimulator, the investigation of cortical processes and their neural basis has played a fundamental role. Furthermore, neuroscientists are attracted to therapeutic applications for the treatment of food craving. This narrative review is aimed to explain the growing and constant interest of neuroscientific experimentation in the field of non-invasive transcranial stimulation. Material and methods. After an introduction explaining the historical evolution of NIBS, we will try to provide an overview of the two stimulation techniques (TMS and tDCS); we will describe the different types of stimulation that can be performed using these techniques, the excitatory/inhibitory effects, and the various mechanisms of action at the level of brain activity. Results. We will also provide some elucidations regarding the implications of the facilitative/inhibitory effects, and how these stimulation methods can be used to advance knowledge of the neurofunctional organization of the brain. Conclusion. The results of the study showed the effect of brain neuromodulation on sports and nutrition.

In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students' learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human-computer interactions.

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers' perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

Abstract Studies indicate EGFL7 as an important gene in controlling angiogenesis and cancer growth, including in colorectal cancer (CRC). Anti-EGFL7 agents are being explored, yet without promising results. Therefore, the role of EGFL7 in CRC carcinogenesis should be investigated. This study aimed to evaluate the prognostic value of EGFL7 expression in CRC and the signaling pathways influenced by this gene. EGFL7 expression was evaluated through immunohistochemistry in 463 patients diagnosed with CRC and further associated with clinicopathological data, angiogenesis markers and survival. In silico analyzes were performed with colon adenocarcinoma data from The Cancer Genome Atlas. Analysis of enriched gene ontology and pathways were performed using the differentially expressed genes. 77.7% of patients presented low EGFL7 expression, which was associated with higher lymph node spread and invasion of lymphatic vessels, with no impact on survival. Additionally, low EGFL7 expression was associated with high VEGFR2 expression. Finally, we found in silico that EGFL7 expression was associated with cell growth, angiogenesis, and important pathways such as VEGF, Rap-1, MAPK and PI3K/Akt. Expression of EGFL7 in tumor cells may be associated with important pathways that can alter functions related to tumor invasive processes, preventing recurrence and metastatic process.

The prevalence of obesity has become a global health concern, with significant impacts on quality of life and mortality rates. Recent research has highlighted the role of ultra-processed foods (UPFs) in driving the obesity epidemic. UPFs undergo extensive processing, often containing high levels of sugars, fats, and additives, while lacking essential nutrients. Studies have linked UPF consumption to obesity and cardiometabolic diseases, underscoring the importance of dietary patterns rich in whole foods. Thus, the aim of this narrative review is to elucidate the correlation between ultra-processed foods and the increased trend of obesity and its related complications. These foods, prevalent in modern diets, contribute to nutritional deficiencies and excessive caloric intake, exacerbating obesity rates. Lifestyle factors such as busy schedules and quick meal management further drive UPF consumption, disrupting hunger regulation and promoting overeating. UPF consumption correlates with adverse health outcomes, including dyslipidemia, hypertension, and insulin resistance. Promoting whole, minimally processed foods and implementing school-based nutrition education programs are crucial steps. Also, numerous challenges exist, including unequal access to healthy foods, the industry’s influence, and behavioral barriers to dietary change. Future research should explore innovative approaches, such as nutrigenomics and digital health technologies, to personalize interventions and evaluate policy effectiveness. Collaboration across disciplines and sectors will be vital to develop comprehensive solutions and improve public health outcomes globally.

The objective of this study was to examine the effect of a training program utilizing action perception technology (PAD) tools on improving the motor reaction times and neuromuscular capabilities of the upper and lower limbs compared to a traditional training program. Twenty-four female volleyball players competing in the Italian national championship were randomized into two groups of 12 athletes each: an experimental group (EG) and a control group (CG). A preliminary analysis confirmed the absence of significant differences in age and anthropometric characteristics between the groups. All the players underwent an initial battery of tests (pre-test), including Reaction Time simple Upper and Lower Limb (RTsUL and RTsLL) and Tapping Upper and Lower Limb (TUL and TLL). During a 6-week training program, the experimental group used exercises with a technological system of illuminated disks, while the control group followed the traditional training methods without advanced technology. At the end of the program, both groups were subjected to final tests (post-test). The main results show that after 6 weeks, both groups improved their performance compared to the initial tests. However, EG achieved significantly better results than CG in every test, with significant reductions in average times (ip%) of −14.9% in RTsUL (DX = −0.072 s, t = 23.2, p < 0.05, d = 6.7), −14.9% in RTsLL (DX = −0.091 s, t = 44.0, p < 0.05, d = 12.7), −10.6% in TUL (DX = −0.622 s, t = 42.0, p < 0.05, d = 12.1), and −10.7% in TLL (DX = −0.983 s, t = 43.1, p < 0.05, d = 12.4). The use of light-based perception–action technology devices in volleyball training has shown potential for significantly improving movement speed and reaction time. However, further research is needed to determine whether these improvements actually translate into enhanced overall performance in competitive contexts compared to the traditional training methods.

This research examined which teachers' cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (M[subscript Age] = 38.69, SD = 5.30; F = 198) attending a training course in ICT were divided into two groups: the first with less than 20 years of teaching experience, the second with more than 21 years. Participants completed a battery of questionnaires that comprised a socio-anagraphic section, the Teacher's Beliefs Scale-Constructivist Teaching, the Intrinsic Motivation-Computer Enjoyment Scale, the Extrinsic Motivation-Perceived Usefulness, the Perceived Ease of Use Scale, the Behavioural Intention to Use Computer Scale, the ICT Class Use Scale. Descriptive and causal analyses (correlation and stepwise regression) were applied to the data. Results showed differences between the groups in the scores of Perceived usefulness and Behavioral intention to use computer. Bivariate associations with Classroom use of technology were strong and positive. Moreover, teachers' Beliefs were strongly related to all motivational factors. Model 5 of regression analysis explained 46.9% of the variance in ICT Class use and indicated the highest value of Perceived enjoyment, thus highlighting the teachers' hedonic-oriented motivation.

Artificial Intelligence (AI) tools are currently designed and tested in many fields to improve humans’ ability to make decisions. One of these fields is higher education. For example, AI-based chatbots (“conversational pedagogical agents”) could engage in conversations with students in order to provide timely feedback and responses to questions while the learning process is taking place and to collect data to personalize the delivery of course materials. However, many existent tools are able to perform tasks that human professionals (educators, tutors, professors) could perform, just in a timelier manner. While discussing the possible implementation of AI-based tools in our university’s educational programs, we reviewed the current literature and identified a number of capabilities that future AI solutions may feature, in order to improve higher education processes, with a focus on distance higher education. Specifically, we suggest that innovative tools could influence the methodologies by which students approach learning; facilitate connections and information attainment beyond course materials; support the communication with the professor; and, draw from motivation theories to foster learning engagement, in a personalized manner. Future research should explore high-level opportunities represented by AI for higher education, including their effects on learning outcomes and the quality of the learning experience as a whole.

Abstract Introduction It is widely demonstrated that high frequency (HF) repetitive transcranial magnetic stimulation (rTMS) has facilitative effects and is therefore capable to inducing changes in motor responses. One of the most investigated areas is the dorsolateral prefrontal cortex (DLPFC) as it plays a special executive attention role in actively preserving access to stimulus representations and objectives in environments with plenty of distraction such as those of team sports. Volleyball is a team sport in which the attention and coordination components are essential for achieving performance. Thus, the aim of this study was to investigate if HF rTMS at DLPFC in volleyball players can improve homolateral motor coordination and cortical excitability. Results This study was a double-blinded (participant and evaluator) matched-pair experimental design. Twenty right-handed female volleyball players were recruited for the study and were randomly assigned either the active rTMS (n = 10) or the sham stimulation group (n = 10). The stimulation was performed in one session with 10 Hz, 80% of the resting motor threshold (RMT) of the right first dorsal interosseous muscle, 5 s of stimulation, and 15 s of rest, for a total of 1500 pulses. Before and after stimulation, the coordination and the cortical excitability were evaluated. The significant finding of this paper was that HF-rTMS of the DLPFC improved performance in terms of the homolateral interlimb coordination, with a significantly decreased in resting motor threshold and MEP latency of the ipsilateral motor cortex. It seem that HF-rTMS could increase coordination performances when the velocity of the execution is higher (120 bpm and 180 bpm). Conclusion Moreover, in active rTMS group significant differences emerged after stimulation in RMT and in MEP latency, while no differences emerged after stimulation in MEP amplitude. In conclusion we believe that these results may be of great interest to the scientific community and may also have practical implications in the future.

Attention deficit hyperactivity disorder (ADHD) is among the most prevalent disorders in children and is frequently linked with motor difficulties that can impact both daily motor tasks and overall developmental trajectories. The objective of this study was to analyse the association between gross motor skills and ADHD symptoms. Using a cross-sectional research design, data were collected from a sample of primary school children (N = 2677; mean age = 8.58 years, SD = 1.49 years). The Gross Motor Development-3 Test (TGMD-3) was employed to assess participants’ gross motor skills, whereas the ADHD Rating Scale (SDAI), completed by teachers, evaluated ADHD symptoms through two subscales: inattention and impulsivity/hyperactivity. The results revealed an association between motor development and ADHD symptoms, with greater proficiency in gross motor skills correlating with lower symptoms reported on the SDAI. Logistic regression analyses indicated that the TGMD-3 was significantly associated with the risk of ADHD in matched samples of at-risk children and controls. The evaluation of gross motor development proves to be a useful tool for monitoring global development, paying attention to any critical issues, particularly in relation to the variables of inattention and hyperactivity.

The neurobiological effects of transcranial direct current stimulation (tDCS) have still not been unequivocally clarified. Some studies have suggested that the application of tDCS over the inferior frontal gyrus (IFG) enhances different aspects of cognition in healthy and neurological individuals, exerting neural changes over the target area and its neural surroundings. In this systematic review, randomized sham-controlled trials in healthy and neurological adults were selected through a database search to explore whether tDCS over the IFG combined with cognitive training modulates functional connectivity or neural changes. Twenty studies were finally included, among which twelve measured tDCS effects through functional magnetic resonance (fMRI), two through functional near-infrared spectroscopy (fNIRS), and six through electroencephalography (EEG). Due to the high heterogeneity observed across studies, data were qualitatively described and compared to assess reliability. Overall, studies that combined fMRI and tDCS showed widespread changes in functional connectivity at both local and distant brain regions. The findings also suggested that tDCS may also modulate electrophysiological changes underlying the targeted area. However, these outcomes were not always accompanied by corresponding significant behavioral results. This work raises the question concerning the general efficacy of tDCS, the implications of which extend to the steadily increasing tDCS literature.

This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and self-regulated learning and learning strategies would interact in affecting learning outcomes. A sample of 106 older adults attending the University of the Third Age was divided into two groups on the basis of the learning approach (face-to-face vs. online). Participants were asked to fill out questionnaires that assessed cognitive styles, learning processes and learning outcomes. A factorial ANOVA and path analysis were used. Findings confirmed the efficacy of adapting e-learning content to older adults' cognitive styles, as well as the role played by intrinsic motivation, metacognition and self-regulated learning, and learning strategies in determining learning outcomes. Consequently, this research supports the benefits of e-learning environments in facilitating learning processes and in encouraging older adults to engage in learning activities.

Background. In recent years, the study of the teacher-student relationship in the teaching-learning processes in physical education has had great emphasis. Previous studies have shown that the use of the Spectrum of Teaching Styles can enhance intrinsic motivation, enjoyment, adherence to physical activity and physical activity levels in children and adolescents. Study purpose. The present study aims to assess if a physical education (PE) intervention based on the variations in teaching styles, with reference to productive ones, can also have positive effects on physical fitness. Materials and methods. The sample involved 4 primary school classes (n = 124 children, mean age = 8–10 years) recruited from the SBAM (Health, Wellness, Food Education and Movement at School) Project in Apulia, Southern Italy. The classes were randomly assigned to the Experimental Group (EG) and the Control Group (CG). The EG followed a 5-month experimental intervention based on the variation of teaching styles, while the CG performed regular PE lessons. Physical fitness was assessed with Standing Long Jump (SLJ), 1kg Medicine Ball Throw (MBT), and 20 m sprint (20 m)tests, while two validated questionnaires were used to evaluate physical self-perception (PSP) and enjoyment. A 2x2 (intervention group x time) ANOVA was carried out to assess significant difference and interaction effect pre (t0) and post (t1) intervention protocol. Results. Data analysis showed a significant improvement of physical fitness in both EG and CG, while PSP and enjoyment increased only in EG. Moreover, significant (p < .05) interaction effects were found for 20m sprint, PSP and Enjoyment with low effect size (η2 ~ .20). Conclusions. The results of the present study highlight the effectiveness of a PE intervention based on the variation of teaching styles in improving physical fitness, self-perception, and enjoyment. Moreover, the use of productive teaching styles significantly impacts self-perception and enjoyment that are important mediating factors for guaranteeing better adherence to physical activity.